WHEATLAND-CHILI CSD

Special Education School District Data Profile 2016-17

The Special Education School District Data Profile is prepared in accordance with the requirement of the Individuals with Disabilities Education Act
(IDEA). Each State must have a State Performance Plan (SPP) to evaluate the State's efforts to meet the requirements and purposes of the implementation
of IDEA.

The SPP is a six-year plan which describes New York State's performance on 20 indicators. States must report annually to the public on
the performance of the State in an Annual Performance Report (APR) and each school district against the State's targets. New York State's SPP and the
APR that describe these indicators in detail are available at http://www.p12.nysed.gov/specialed/spp/.
The following report reflects only quantifiable data collected by the State. Since performance of a school district in any indicator may be the result
of unique circumstances within a district, readers are encouraged to consider information provided by the district's administration in interpreting these data.

Indicator 12: Early Childhood Transition

Percent of children with IEPs who transitioned from early intervention services
(Part C) to preschool special education services (Part B) and received their preschool
special education services by their third birthdays consistent with State law.

Indicator 14: Post-School Outcomes

Number of students interviewed to assess post-school outcomes one year after leaving high school. Students left school during or end of the 2015-16 school year

Less than 5*

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school.

*

State target and does district meet target

43.2%

No, did not meet state target

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or competitively employed within one year of leaving high school.

*

State target and does district meet target

68%

No, did not meet state target

Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

*

State target and does district meet target

77.5%

No, did not meet state target

Competitive employment means that youth have worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment.

Enrolled in other postsecondary education or training
means youth have been enrolled on a full- or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps; adult education; workforce development program; adult rehabilitation service programs; or other)